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This study examines student participation in knowledge-building discourse in two implementations of a short inquiry unit on environmental problems. Students from mainstream and honours tenth-grade social studies courses generated actions in Knowledge Forum®, including note counts and link percentages. A content analysis of collaborative discourse suggests moderate to strong evidence of knowledge building in Implementation 2 and offers guidance for making online work more directly focused on knowledge building.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/participation-in-knowledge-building-discourse-an-analysis-of-online-discussions-in-mainstream-and-honours-social-studies-courses/598506/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/participation-in-knowledge-building-discourse-an-analysis-of-online-discussions-in-mainstream-and-honours-social-studies-courses/598506.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about knowledge-building discourse?","Question",{"text":112,"@type":113},"The study examines student participation in knowledge-building discourse using two implementations of a short environmental inquiry unit across different academic course levels.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was student participation measured in Knowledge Forum®?",{"text":117,"@type":113},"Data were retrieved about students’ actions, including the number of notes created and the percentage of notes with links.",{"name":119,"@type":110,"acceptedAnswer":120},"What overall conclusion does the study reach about knowledge-building across academic levels?",{"text":121,"@type":113},"Findings provide optimism: moderate to strong evidence of knowledge building was found in both classes by Implementation 2, and suggestions are provided to focus online work more directly on knowledge building.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598506,1792171964,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Niu Page 1 of 30  \nCanadian Journal of Learning and Technology / La  \nrevue canadienne de l’apprentissage et de la  \ntechnologie, V35(1) Winter / hiver, 2009  \nParticipation in Knowledge-Building Discourse: An Analysis of Online Discussions in Mainstream and Honours Social Studies Courses  \nHui Niu  \nJan van Aalst  \nAuthors  \nHui Niu is with the Canadian Council on Learning, Vancouver, BC. Correspondence regarding this article can be sent to: hniu@ccl-cca.ca  \nJan van Aalst is with the Faculty of Education, at The University of Hong Kong.  \nAbstract  \nQuestions about the suitability of cognitively-oriented instructional approaches for students of different academic levels are frequently raised by teachers and researchers. This study examined student participation in knowledge-building discourse in two implementations of a short inquiry unit focusing on environmental problems. Participants in each implementation consisted of students taking a mainstream or an honours version of a tenth grade social studies course. We retrieved data about students’ actions in Knowledge Forum® (e.g. , the number of notes created and the percentage of notes with links), and conducted a content analysis of the discourse by each collaborative group. We suggest the findings provide cause for optimism about the use of knowledge-building discourse across academic levels: there was moderate to strong evidence of knowledge building in both classes by Implementation 2. We end with suggestions for focusing online work more directly on knowledge building.  \nRésumé  \nLes enseignants et les chercheurs soulèvent fréquemment des questions quant au caractère approprié des approches pédagogiques cognitives pour les élèves de différents niveaux scolaires. La présente étude a examiné la participation des étudiants à la coélaboration des connaissances lors de la formation, à deux reprises, d’une unité d’enquête de courte durée axée sur les problèmesenvironnementaux. Pour chacun des deux essais, les participants étaient des élèves qui suivaient un programme d’études de dixième année, soit général, soit spécialisé en sciences sociales. Nous avons récupéré des données sur les actions des élèves dans le Knowledge Forum (par exemple, le nombre de notes créées et  \n[http://madlib.athabascau.ca/cjlt/index.php/cjlt/rt/printerFriendly/515/245](http://madlib.athabascau.ca/cjlt/index.php/cjlt/rt/printerFriendly/515/245)  \nNiu Page 2 of 30  \nle pourcentage de notes avec des liens) et nous avons analysé le contenu du  \ndiscours de chaque groupe de collaboration. Nous pensons que les résultats  \nincitent à l’optimisme et qu’il est possible de parler de coélaboration des  \nconnaissances entre les niveaux scolaires : des données probantes moyennement  \nrigoureuses ou rigoureuses montrant la coélaboration des connaissances ont été  \nobtenues dans les deux classes lors du deuxième essai. Nous concluons avec des  \nsuggestions pour orienter plus directement les travaux en ligne sur la coélaboration  \nde connaissances.  \nIntroduction  \nIn the last two decades there has been much interest in collaborative inquiry as an  \neducational goal (National Research Council [NRC], 1996), and a number of  \ntechnology-enhanced approaches to collaborative inquiry have emerged. Some  \nexamples are CoVis Collaboratory Notebook (Edelson, Pea, & Gomez, 1996),  \nLearning by Design (Kolodner et al. , 2003), and Web-based Inquiry Science  \nEnvironment (WISE; Linn & Hsi, 2000) . Knowledge building shares certain features  \nwith these approaches, including emphasis on collaboration, metacognition,  \ndistributed expertise, and use of computer-supported inquiry. As elaborated below  \nin the section entitled “knowledge building,” its distinctiveness follows from the  \ncommitment to make processes of expertise and innovation prominent in school. In  \na class operating as a knowledge-building community, students are agents of their  \nown learning, work toward goals of collective knowledge advances, and treat ideas","cbCain7Y72Jv0mXV","https://ap.wps.com/l/cbCain7Y72Jv0mXV","pdf",202755,"English","# Introduction\n## Knowledge building as a collaborative inquiry approach\n## Concerns about suitability across academic levels\n# Abstract\n## Study purpose and research design\n## Data sources and discourse analysis\n## Findings and recommendations","[{\"question\":\"What does the study investigate about knowledge-building discourse?\",\"answer\":\"The study examines student participation in knowledge-building discourse using two implementations of a short environmental inquiry unit across different academic course levels.\"},{\"question\":\"How was student participation measured in Knowledge Forum®?\",\"answer\":\"Data were retrieved about students’ actions, including the number of notes created and the percentage of notes with links.\"},{\"question\":\"What overall conclusion does the study reach about knowledge-building across academic levels?\",\"answer\":\"Findings provide optimism: moderate to strong evidence of knowledge building was found in both classes by Implementation 2, and suggestions are provided to focus online work more directly on knowledge building.\"}]","Participation in Knowledge-Building Discourse - An Analysis of Online Discussions in Mainstream and Honours Social Studies Courses | PDF",1792087057,76]